Enhancing the Quality of Coursework and Field Experiences in Early - - PowerPoint PPT Presentation

Enhancing the Quality of Coursework and Field Experiences in Early Childhood Programs

An OSEP-sponsored Session at the DEC International Conference October 3, 2019

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The handout, PowerPoints, and additional resources are all posted at https://fpg.unc.edu/ presentations/wiifm

To strengthen higher education, the report calls for high-quality training programs . . . that foster a shared fundamental knowledge base and competencies to support child development for professionals in all sectors who work with young children

Power to the Profession

• Focus on the individual early childhood educator rather than on preparation programs
• Address potential missing elements identified in the Transforming the Workforce report,

including teaching subject matter specific content, addressing stress and adversity, fostering socioemotional development, working with dual language learners and integrating technology in curricula

• Consider competencies from sister organizations (e.g., Council for Exceptional Children,

DEC Recommended Practices, Council for Professional Recognition -Child Development Associate (CDA) Competency Standards)

• Elevate inclusion, diversity and equity beyond the currently integrated approach to fully

capture the depth and breadth of these issues

History of Funding

• 2010 – Funded 6 grantees; 2011 – Funded 7 grantees.
• 2014 - OSEP provided a supplement to 7 grantees from 2011 to

support the sustainability of the redesigned program curricula.

• The Blueprint Process for Enhancing Preservice programs and

courses was developed to be used to implement the revised curriculum in other community colleges.

• The supplement was the first step in supporting the sustainability of

the work done by community colleges; however, this blueprint needs additional support to be implemented in additional community colleges throughout the country for paraprofessionals.

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• Focus: to improve the quality of existing associate degree programs so

that associate degree-level personnel are well prepared to work with infants, toddlers, preschool and early elementary school children ages birth through 8 with disabilities and their families in inclusive early childhood programs and elementary schools.

• Funding: $150,000 annually to 6 grantees
• Project period: 60 months starting by January 1, 2019
• Grantees: University of North Carolina at Chapel Hill; University of

Connecticut Health Center; University of Colorado, Denver; University of Toledo; San Diego State University; and University of Washington.

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Associate Degree Preservice Program Improvement Grants to Support Personnel Working with Young Children with Disabilities

Early EdU for Inclusion

• What?

– Inclusive content through the intentional teaching framework

• How?

– Co-facilitated webinar series – Faculty CoP to revise specific courses & materials, refine teaching procedures

Early EdU for Inclusion: Our approach

• Webinar series highlights aspects of intentional

teaching framework for inclusion

• Uses the power of video – examples, teacher voice,

guest speakers

• Uses the power of video – share and comment on each
• ther’s inclusive teaching practices
• Transforms the instructor into a job-embedded coach
• Links knowledge and practice through authentic,

practice-based assignments

Project PIPELINES

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Laura

• J. Hall

Yasemin Turan Qian Camille Catlett

+

Paul Luelmo Sarah Garrity

Preparing Intervention Personnel as Early LearnIng Navigators using Evidence-based Strategies

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One of 2 California community colleges to receive

• Dr. John W. Rice Diversity & Equity Award

El Cajon - 2nd largest home to Chaldean refugees after Detroit

Some CD classes have 2 English Speakers - the remainder DLLs

Many are advised toward the Child Development Major

Noted for a strong program focused on INCLUSION & several targeted courses on this topic

1 2 3 4

Military Base Pauma Indian Tribal Land 4 Satellite Campuses

Hispanic White Asian African Amer

43% 37%

2nd largest Community College District in California Includes an Urban campus in downtown San Diego

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Hispanic White Asian Filipino

27%

14% 8% 37%

Topics of Focus for PIPELINES

*What are the barriers & facilitators for inclusion in the communities served? *What are the shared & discrepant beliefs & values regarding a) child development & b) professional development between CC faculty & their students?

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Partnership between University of Colorado Denver and Four Community Colleges

EPIC-ECE

Ensuring Preparation of InClusive Early Childhood Educators

The Syllabus Rubric

▪

First Level: This size

– Second Level: This size

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Compiled Data

T0P Three indicators ( Areas of strength)

• 1. Supporting young children with disabilities’ social-emotional development

across the age span

• 2. Building respectful partnerships and communicating effectively with families of

children with disabilities

• 3. Collaborating and working effectively with other professionals

Lowest Three Indictors (Areas with gaps)

• 14. Emphasis on partnering with families around their children with

disabilities’ literacy and STEM development

• 15. Emphasis on providing high interest science, technology, engineering, and

mathematics activities that involve active exploration, reasoning, and problem solving for young children with disabilities

• 16. Using assistive technology to enhance children’s development, access to,

and participation in routines and learning activities

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Ranked by partner scores

EPIC-ECE Satisfaction Survey Data

Quantitative Data Results

The Five point Likert scale: 1=Very dissatisfied 2=Dissatisfied 3= Neither 4= Satisfied 5=Very Satisfied.

Satisfaction Survey Completed on June 17, 2019

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Please indicate your level of satisfaction with: Your level of engagement in the EPIC-ECE project so far. How your perspective has been valued. How the project is progressing so far to meet its goals Project deadlines. # of respondents 9 9 9 9 Mean 4.78 4.89 4.56 4.56

EPIC-ECE Satisfaction Survey Data

Qualitative Data Results: Overall Engagement and Project Processes. Respondents indicated that:

• Individual college level meetings and group meetings have been

helpful and important and should continue as well as the individual and group work for team members.

• Their contributions and how their perspectives have been valued.
• The project communication has been prompt, clear and detailed and

is clearly important to maintain in order to meet project goals.

• Allowing more time for community college partners to dialogue with

each other would be beneficial

Satisfaction Survey Completed on June 17, 2019

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Next Steps

(October 1, 2019- December 30, 2020)

• Banks of Resources (BoRs)
• Revising previous 325 N products
• One on one coaching with instructors
• Summer institute
• Practicum enhancements at inclusive sites

– Training of mentor, coaches

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https://scriptnc.fpg.unc.edu

FREE 2020 FACULTY WEBINAR SERIES

February 11, 2020, 2:00 – 3:00 PM EST: Practicing What You Teach: Tips for Using Practice-Based Assignments Presenter: Kathleen Artman Meeker, University of Washington April 21, 2020, 2:00 – 3:00 PM EST: Early Literacy for All! Presenter: Patsy Pierce, Meredith College, Raleigh NC September 15, 2020, 2:00 – 3:00 PM EST: Supporting Each and Every Adult Learner Presenter: Paul Luelmo, San Diego State University November 10, 2020, 2:00 – 3:00 PM EST: Early STEM Learning for Children with Disabilities Presenters: Staff from the STEM Innovation for Inclusion in Early Education (STEMIE) center

Enhancing CT Early ly Child ildhood Community Colle llege Preparation Programs wit ith Content And Methods for In Infants and Young Child ildren wit ith Dis isabili litie ies

October 3, 2019 DEC Annual Conference Dallas, TX Mary Beth Bruder, PhD Elizabeth Howe

University of Connecticut, A.J. Pappanikou Center for Excellence in Developmental Disabilities Education, Research, and Service

UCONNUCEDD.ORG

Grant Objectives

• Objective 1.0: to develop a strategic plan with all community

colleges with a vision of a revised early childhood core to include and embed knowledge and skills about infants and young children with disabilities into coursework, practicum and assignments required for the associates degree in early childhood in CT.

• Objective 2.0 To revise all early childhood core courses to embed

knowledge and skills about infants and young children with disabilities and their families

• Objective 3.0 To revise early childhood associates degree

programs in each of the community colleges to meet CT core competencies, the DEC recommended practices and knowledge and skills, and national standards.

• Objective 4.0 To evaluate the project

Lis ist of CT CT Communit ity Coll lleges

Asnuntuck Community College, Enfield, CT Capital Community College, Hartford, CT Charter Oak State College, New Britain, CT Gateway Community College*, New Haven, CT Housatonic Community College*, Bridgeport, CT Manchester Community College, Manchester, CT Middlesex Community College, Middlesex, CT Naugatuck Valley Community College, Waterbury, CT Northwestern CT Community College, Winsted, CT Norwalk Community College*, Norwalk, CT Quinebaug Valley Community College, Danielson, CT Three Rivers Community College*, Norwich, CT

Core Early Childhood Courses

• Early Childhood Education 101: Introduction to Early Childhood Education
• Early Childhood Education 210: Observation, Participation and Seminar
• Early Childhood Education 215: The Exceptional Learner or ECS 107 (GCC) or

PSY 260

• Early Childhood Education 231: Early Language and Literature Development
• Early Childhood Education 275: Child, Family, and School Relations
• Early Childhood Education 295: Student Teaching) or ECE 290 and ECE 291.

Work Plan Sequence

Strategic planning by core work- group Gap analysis

• f course

Identification

• f needed

content for course Development

• f new course

content Training for and PD for CC faculty to use new content CC faulty delivers new content to ECE students

Data Collection

Crosswalk of OSEP Priorities to DEC Recommended Practices

Crosswalk OSEP Priorities to New EI/ I/ECSE Personnel Standards

OSEP Priority Areas to NAEYC Personnel Standards

OSEP Pri riority Areas to CT CT CKC

Using a Rubric to Align Course Content

Course Content Content Area Indicators OSEP Priority Area(s) DEC Recommended Practice(s) EI/ECSE Personnel Standard(s) NAEY Standard(s) CT CKC(s)

Using a Rubric to Align Syllabi Objectives

Course Objectives Content Area Indicators OSEP Priority Area(s) DEC Recommended Practice(s) EI/ECSE Personnel Standard(s) NAEY Standard(s) CT CKC(s)